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HINTS 


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THE BEST METHOD 


ORIGINATING AND CONDUCTING 


SUNDAY SCHOOLS 


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BY H. KEELING. 


[Published at the request of the Virginia Bap. Sunday School 
• and Publication Society.] 


RICHMOND; 

H. K. ELLYSON, PRINTER, 176, MAIN ST. 

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HINTS 


ON 

THE BEST METHOD 


0 F 


ORIGINATING AND CONDUCTING 



SUNDAY SCHOOLS. 

/ 

BY H. KEELING. 


RICHMOND: 

H. K. ELLYSON, PRINTER, 176, MAIN ST. 

L 847. 



1293 


To pronounce an eulogy upon Sunday Schools forms no part 
of the design of this tract. But the following extract from the 
Address of Herschel V. Johnson, esq., delivered before the 
Philosophical Societies of Mercer University, at its late com¬ 
mencement, so truly and so beautifully expresses the views of 
the author, that he makes no apology for its insertion:— 

“ Sunday Schools are the nurseries of youthful piety, where 
are laid the solid foundations of elevated character and useful 
citizenship. It is the rarest thing to find in any community a bad 
man who received in childhood, faithful and systematic Sunday 
School instruction. 

“ The tracks that are made by the footman as he strolls along 
the sandy beach, are swept away by the first flow of the tide. 
The inscription that is carved upon the bark of the forest tree by 
the idler who saunters among its recesses, is soon effaced by the 
hand of time. But the impressions made upon the unstained 
tablet of a child’s intellect, are as permanent as the immortal 
essence that receives them.” 


[copy-right secured.] 


PREFACE. 


It is no reflection on other communities than cities 
and towns, that the latter generally enjoy facilities for 
originating and conducting Sunday Schools, which the 
former do not possess. In morals, as in other things, 
advantages or disadvantages may arise from mere posi¬ 
tion. It must, nevertheless, be conceded, that for wis¬ 
dom and order of arrangement, and for energy of exer¬ 
tion, some of the best schools in all the land, are in 
villages and country places. Density of population 
promotes frequency of interview, and elicits interchange 
of thought and action; the retirement of the country is 
favorable to contemplation and study. 

In a sparse population, it sometimes happens, that 
there is scarcely an individual who has ever been con 
nected with a well arranged and efficiently conducted 
institution of this kind. Under such circumstances, it 
cannot fail, that when a school is contemplated to be 
undertaken, embarrassment will be felt, as to what 
method is best to be pursued. One, many, may be 
convinced of the importance and desirableness of the 
work, and earnestly aspire to its performance; but none 
may know how to proceed, nor where to begin. 

In such cases, it would well repay the labor and ex¬ 
pense of an individual proposing to commence a school, 
were he to visit, even at the distance of many miles, 
some well conducted school, and to inform himself par¬ 
ticularly in reference to its whole proceedings. To 
glean every possible improvement in their respective 
fields of labor, architects traverse continents; engineers 


iv Preface . 

cross the Atlantic; machinists visit factories, docks, and 
navy yards; and teachers of classical schools and pro¬ 
fessors in colleges, make the tour of Europe. Why 
should not the Sunday school teacher put himself to 
equal trouble for his noble and benevolent undertaking? 

It is worthy of remark, that mistakes in the initiatory 
proceedings, are often much more mischievous than 
those occurring at a subsequent period: because they are 
not only likely to be continued in the system adopted, 
but to chill the ardor of the less enthusiastic, and some¬ 
times to secure the irreconcilable opposition of foes to 
the object itself. 

Partly for the benefit of the inexperienced, who, 
nevertheless, desire to be useful in this field of labor; 
partly with the hope of rousing the attention of others 
whose minds have not been attracted to this subject; and 
especially, but not alone, with a view to the wants of his 
own denomination in Virginia, and in the south-western 
States; has the author of these u Hints ” ventured to 
suggest them to the friends of an enterprise, which, 
after many years of observation and experience, he re¬ 
gards, in its bearings on the interests of the churches 
and of the world, second in importance to none other 
except the ministry of the everlasting gospel. 

The author will only add, that should they prove use¬ 
ful in subserving the great cause to whose interests they 
look, he will class it among several other cheering sub¬ 
stitutes for the absence of those public labors for which 
he has for seven years been disqualified by bodily in¬ 
firmity. H. KEELING. 

Richmond , Via., August^ 1847. 


HINTS. 


SECTION I.—THE OBJECT OF A SUNDAY SCHOOL. 

This is in every case, the religious instruction of 
every pupil, with a view to his salvation. This of 
course includes, if unconverted, his conversion; if con¬ 
verted, the highest degree of moral cultivation that the 
appliances in use can furnish; in a word, his happiness 
and usefulness, both as a man and a Christian in this 
world, and his everlasting glory in heaven. 

It is not pretended that every pupil, or every teacher, 
looks to results so high and glorious ; but the institution 
itself does—this is its tendency and its design. All 
other objects are either subsidiary, or incidental, or both 
—this is always the main and ultimate object. 

Hence appears, notwithstanding its unpretending sim¬ 
plicity, the moral grandeur of the least imposing Sun¬ 
day school. What most schools scout as impracticable, 
irrelevant, or sectarian, this fosters us the chief object of 
existence. What the best of them propose as their ulti¬ 
mate object, this employs as a mere instrument for effect¬ 
ing a far nobler object. And the disinterestedness of 
the teachers is among the proofs of the beneficence of 
their work. Their labor is philanthropic, not profes¬ 
sional. 

Accordingly, all experience has thus far shewn, that 
the Sunday school is the most efficient co-adjutor of do¬ 
mestic discipline and training; the most generous nur¬ 
sery of the churches; and the most powerful auxiliary 
of the Christian ministry. 

If the experience of the past is to be trusted in the 
hopes of the future, this is the Polytecnic school of the 
Zion of God,—its pupils are the plants of her future 
husbandry,—the materials of the temple whose founda- 

A* 


6 


Qualification of Teachers. 


tions have been laid, and whose walls are now rising to 
their completion. 

In times of revival in religion, it is to this quarter the 
eye of faith and hope naturally looks for converts;— 
thence the pious and intelligent deacon, pastor, evange¬ 
list, and missionary of the cross are expected to arise;— 
here are the future men and women who will constitute 
that brilliant host, “fair as the moon, clear as the sun, 
terrible as an army with banners.” 

SECTION II—QUALIFICATION OF TEACHERS. 

Qualifications and duties are always reciprocal. From 
either, the other may be inferred. If a Christian pastor, 
must be “ apt to teach,” it follows that to teach is one of 
his duties. So of the Sunday school teacher. 

From his very profession, every Christian is either a 
pupil, or a teacher, or both. Besides, to teach and to be 
taught are as natural to man, as is thought or breathing. 
The Sunday school is simply the application of these 
principles to religion, and the selection of the Lord’s 
day for its performance. 

Ability to teach comprehends two things: informa¬ 
tion on the subject to be taught,—and skill in the man¬ 
ner of imparting it. Most failures occur in the last; 
the want of skill,—and this generally arises from neg¬ 
lect to improve talents already possessed. Hence, in a 
Sunday school teacher, moral qualities are those most 
requisite. The teacher of ordinary attainments and 
powers, but anxious to do good, will study to improve. 

To teach faithfully in a Sunday school for a series of 
years, and not to become distinguished for something 
really valuable, is scarcely possible. No teacher can 
teach what he does not know; hence, he is constantly 
progressing in knowledge. To commit to memory 
weekly, a single hymn, or a few texts of scripture; to 
study a single paragraph of the Bible, so as to be able 
clearly to expound it; to read a single chapter so as to 
read it well (a rare attainment even among professed 
scholars);—these will in time accomplish wonders. 


7 


Qualification of Teachers. 

However simple the lesson, the faithful teacher carefully 
studies it, ere he ventures into the presence of the small¬ 
est class. He would be ashamed to listen to the recita¬ 
tion of a hymn, he could not himself repeat. 

To limit the attainments of a well qualified teacher, 
were highly officious. In mind, as in merchandize, a 
small capital, wisely managed, may lead to fortune, 
while a large one, badly managed, may plunge the pos¬ 
sessor into ruin. But in this enterprise there are two 
qualifications, usually accompanied by great success. 
One is fidelity ; the other, a fixed determination to ren¬ 
der the studies attractive to the class. 

Fidelity includes punctuality, industry, patience, self- 
denial, dignity, condescension, benevolence, in fine, all 
moral qualities. The faithful teacher knows and feels 
that he is responsible to his pupils, to the whole school, 
to his fellow-teachers, to the church, to parents, to the 
world, to himself, to God. Indeed, the second qualifi¬ 
cation, 

A fixed determination to render the studies attractive 
to the class, is nearly allied to fidelity, if not a part of 
it To the practicability of this, there are scores of ob¬ 
jections, with the timid and the idle, but perseverance 
overcomes them all. The skill of a wise teacher will 
render any lesson attractive to any tlass. After particu¬ 
lar acquaintance, he perceives the capabilities and tastes 
of his pupils; and his zeal for their welfare, dictates 
the fittest thoughts, and the fittest mode of conveying 
them. 

If then it be asked, “ who, in view of all this, is fit to 
be a teacher?” We ask in our turn, “who is fit for a 
parent?” Who for a brother? Who for a sister? 
Who for a church member? Who for a citizen?” To 
attract the hearts and minds of children to truth and 
moral beauty, is the duty of every adult, and is the 
noblest employment of rational beings on earth. The 
consciousness of having done this will constitute much 
of the felicity and glory of the heavenly state. “ They 


8 


Who ought to he Pupils 1 


who turn many to righteousness shall shine as the stars 
in the firmament forever and ever.” 

With little variation, the qualifications of one teacher, 
are those of all. The instruction of mere beginners , 
demands accomplishments as rare and varied, as that of 
the more advanced classes. Also the work is little less 
coveted by enlightened understandings and generous 
hearts. The health of the infant is studied with as 
much care by the parent and the physician as that of 
the adult; and his interests are advocated with the same 
ability at the bar. With the husbandman, seed-time is 
quite as important as harvest; and with the architect, 
the ornaments of an edifice are not more an object of 
attention than the foundation itself. In this view of the 
subject, the Psalmist prayed, borrowing one of his 
similes from agriculture, and the other from architec¬ 
ture, “ May our sons be as plants grown up in their 
youth, and our daughters as corner stones polished after 
the similitude of a palace.” Alas, for the teacher who 
deems his time and talents of too much value to be de¬ 
voted to those, of whom the Redeemer said, “ Suffer 
little children to come unto me and forbid them not—for 
of such is the kingdom of heaven.” He utterly misap¬ 
prehends the whole subject. 

For these reasons, no suggestions are made respecting 
the grades of teachers. And as regards the superinten¬ 
dent, he is, when the school is a small one, a principal 
teacher, and when a large one, to the whole corps, what 
a general is to an army. 

SECTION III.—WHO OUGHT TO BE PUPILS ? 

Some answer “ The poor.” Whoever may have re¬ 
peated this answer, its inventor was probably the same, 
who in reply to the question, “ Who ought to be reli¬ 
gious?” replied, “The old,—the illiterate,—the weak- 
minded,—the afflicted.” If Sunday schools are fitted 
only for the poor, or for any other one class, so also is 
the gospel. Our answer is, “All who are not teachers, 


Who ought to be Pupils? 


9 


and many who are.” The same person may, in many 
cases, be both a teacher and a pupil. 

In the early history of Sunday, Sabbath, Lord’s-day, 
or First-day schools, in England, the benefits were de¬ 
signed exclusively for the poor, to whom they are now 
also, mostly confined. But this is not the only instance 
in which a plant has flourished better as an exotic, than 
it did when indigenous. Other institutions have like¬ 
wise found a better soil, or better seasons, or a better 
cultivation, in this new world, than they had found in 
the old. 

The youth of sixteen egregiously errs when he says, 
u I am too old now, to go to Sunday school.” No man 
can be too ignorant, nor too learned; nor can any child 
capable of loving and honoring its parents be too young, 
nor a grand-sire too imbecile; to study the facts , the 
truths , and the duties , of the Bible—the only text-book 
of Sunday schools. The poetry, the philosophy, the 
metaphysics, the speculations of religion, are innocent 
if not improving; but they are not vital to the thing 
itself. Truth is, and its only source is the Bible. 

The amount of literary culture that may be advanta¬ 
geously employed in a Sunday school is absolutely 
illimitable. This is emphatically, the one great theo¬ 
logical school, adapted to all the members of every 
church of Christ, and to the whoie race of man—en¬ 
closing the whole field of thought and enquiry, both in¬ 
spired and uninspired. 

Here the little school Miss may profitably employ 
her grammar, geography, rhetoric, logic, history, phi¬ 
losophy, French, Latin, every thing she knows, in investi¬ 
gating the most attractive lessons in the universe. 

Here the untutored heathen may learn the simplest 
lessons in the universe. 

Here the linguist, the judge, the advocate, the states¬ 
man, the greatest man that lives, may apply all his pow¬ 
ers and resources in studying the wisest and profoundest 
lessons in the universe. 

Here, for ourselves, we should like to continue to 


10 


Classes. 


teach, and to learn, were our present three-score years 
increased to those of Methusaleh. 

SECTION IV.—CLASSES. 

Classes may be as numerous as can be accommodated. 
It is better as a general rule that the male and female 
be separate classes: though this is less necessary, with 
small children, and with those who are capable of self- 
government. Some of the best classes have been formed 
with no distinction; varying from twelve to sixty years, 
and of both sexes. 

In all cases it is important that beginners be separate 
from advanced scholars; and that their classes be small, 
not exceeding four or five pupils each. The necessity 
of this is obvious: since they can learn but little except 
what they are taught, and that, one at a time. 

To suppose that the minor classes may be committed, 
in any numbers, to any teacher, is an egregious mistake. 
Two children, one child, may engross the whole atten¬ 
tion of a philosopher and philanthropist. Nor must the 
advantage of the child be estimated by his obvious im¬ 
provement, especially at first. His very proximity to 
the teacher is of incalculable benefit. And such a 
teacher knows how to win his little auditor. His very 
enquiries, as to his place of abode—the inmates of his 
home—his companions in childhood, and their gleesome 
amusements—may all conduce to the pleasure and in¬ 
struction of the future man. 

A striking instance of what may be done by minds 
almost infantile, when under the guidance of skilfull 
teachers, is exhibited in an oral school for the colored 
population in Penfield, Ga. This school comprises 
from ninety to one hundred boys, girls, men and women, 
but few of whom can read. The teachers are mostly 
young gentlemen and young ladies of the village:— 
some students in Mercer University. For one exercise, 
each pupil learns a hymn at the opening of the school. 
The utility of this is seen at once, because they sing that 
same hymn at the close of the school for that day. 


11 


Order of the School. 

Often have we seen the faces of the pupils beaming with 
joy that after half an hour’s application they could sing 
a whole hymn by rote. You might in the ensuing 
week hear the nurses in turn, teaching it to their 
charges; and hear it from the garden, the orchard, and 
the ironing table. All the classes learned the same 
bible lesson, and rehearsed it en masse , to the superin¬ 
tendent at the close of the school for the day. 

It is also material, that the advanced classes be so 
small as to allow each pupil to be heard by all the rest, 
without annoying the neighboring classes by loudness 
of voice. All large classes should be taken, when prac¬ 
ticable, to separate rooms, or beyond the sound of the 
other classes. 

SECTION V.—ORDER OF THE SCHOOL. 

The time allotted to Sunday school operations is from 
one and a half, to two and a half hours, previous to pub¬ 
lic worship. This period would be entirely too short for 
the accomplishment of much, were it not, that the whole 
of the preceding week has been devoted to preparation 
for this service; and this is in its turn, a propelling 
power, producing similar application during the ensuing 
week. 

When the hour for opening the school arrives, every 
pupil is on the spot, and every teacher at the head cf his 
class. The teacher never permits his class to convene 
before his arrival. He welcomes them as they arrive ; 
and his presence is the best guaranty against confusion 
and noise. The order and success of the whole school 
essentially depend on the punctuality and entire fidelity 
of each teacher. No substitute is admitted except in 
cases of necessity; and absence without a substitute 
evinces lamentable indifference. 

At the touch of the little bell by the superintendent, 
every eye fastens on him. No noise with the feet—no 
turning of leaves—not a whisper—no passing out or in 
—if there is breathing, it is inaudible. While he an¬ 
nounces the hymn twice, every teacher and every pupil 


12 


Order of the School. 

finds it. He then reads it distinctly and impressively: a 
service for which he has previously prepared himself, 
as he has for all the services of the day. Whether he 
sings well or ill, every body sings. This must be done. 
Singing is as much practical as theoretical. Birds do 
not wait to be taught to sing; and music is as natural to 
man as to birds. He then prays, or calls on a visitor to 
pray, or on a teacher, taking them alphabetically, or ac¬ 
cording to age, or by classes. The prayer is short and 
pertinent. The singing is performed standing; the 
prayer is offered standing or kneeling, but never sitting. 

He then reads and expounds a paragraph, not taken 
at random, but in regular order of book and chapter, or 
selected a week previously, and studied with great care, 
aided by commentaries, conversation, enquiry, every ac¬ 
cessible means of preparation. During the reading of 
the scripture and its exposition, every pupil has his 
bible open before him. The mere reading of this les¬ 
son, must be a lesson worthy of imitation: for it will be 
imitated. 

The whole service, singing, prayer, reading, exposi¬ 
tion, and remarks, need not occupy more than twenty or 
thirty minutes. Combining as it does, comprehensive¬ 
ness with brevity; such lucidness that a child can under¬ 
stand, with such information that a lawyer or a divine 
must listen:—this service affords opportunity for the 
exercise of consummate ability. Every pupil who can 
read, has his eye, now on the book, and now on the 
superintendent; and the little ones who cannot read, 
must be (not still , for that is unnatural and impossible,) 
but perfectly silent. 

At the close of this service, the superintendent re-sur¬ 
veys his whole school, interchanging recognitions with 
teachers and pupils—all of whom are known to him— 
supplying the places of absentees, if any, by scholars 
from the higher classes—and assigning to new pupils 
their respective places: He also sees that the librarian 
and the secretary are at their posts, or supplies their 
place by his own authority. He does not permit a single 
voice to annoy the school. 


Order of the School. 


13 


Now the classes are ready for recitation and instruc¬ 
tion. Without a combination of these, much proficien¬ 
cy is not to be expected. If the teacher devotes his 
whole time to instruction , it may all be wasted; since 
he then has no means of knowing whether the memory, 
the understanding, or the diligence of the pupil, has 
been in the least degree taxed—or if all be devoted to 
recitation , he becomes merely a hearer and not an in- 
structor. The instruction imparted must be made irre- 
sistably attractive; or it may not enlist on the part of 
the pupils those enthusiastic feelings which consent to 
be thus taxed. 

During the progress of the school, every thing moves 
on smoothly and quietly. The Sunday school is no 
place for jesting, or for long-facedness. All must wear 
the aspect of May, and possess the solidity of marble. 
Here are minds acting upon minds; and hearts upon 
hearts; the grand affairs of souls and eternity connected 
with the curiosity and pleasantness of childhood and the 
buoyancy of youth. We must have gayety without 
frivolity ; sobriety without gloom; vivacity tempered 
with seriousness; perfect order, but no restraint except 
voluntary. 

All this and more, is practicable. We have seen it 
over and over again, among hundreds of pupils in the 
same school. The interim between the close of the les¬ 
sons, and the dismission, may be occupied in scriptural 
stories ; general or particular advice ; and such items of 
pleasant and useful information as the various reading 
of the teacher may supply. He should be familiar with 
all the passing events of the present age, and able to 
state and comment upon them, with reference to the 
moral profit of his little auditory. In the course of the 
progress of the school, the librarian sees to it that the 
books loaned on the previous Lord’s day as rewards for 
diligence, are returned in good order, or accounted for; 
and that the new supplies are properly entered. The 
secretary reports to the superintendent, at the close of 
the school, the state of things for the day,—the number 

B 


14 


Lessons. 


of pupils and teachers in attendance; cases of absence; 
additions; in a word, the state of the school. All of 
which is announced from the desk. Dismission takes 
place by classes, No. 1, 2, 3, 4, &c., &c. 

SECTION VI.—LESSONS. 

The minor classes may learn the alphabet, ortho¬ 
graphy, primer, child’s catechism, simple hymns, &c. 
Those a grade higher' may read scripture, commit to 
memory given texts, study the biography of eminent 
persons, &c., &c. 

From about No. 3 upward, Bible classes may rise 
indefinitely, but all are resolvable into two divisions'^ 
those which regard the language alone of the Bible,— 
and those which look to the thought and the meaning. 

1. Those which regard the language alone of the 
Bible. This division of classes comes within the range 
of the commonest intellect of the youngest child. The 
very words of the Bible are both the text and the com¬ 
mentary. Let us illustrate by example. Take Gen. 
i: 1. u In the beginning God created the heavens and 
the earth,” &c. 

Q,. By whom was the world created ? 

A. By “ God.” 

Q,. What did God create ? 

A. The “ heavens and the earth .” 

Q, When did God create the world ? 

A. “ In the beginning .” 

Or take the following passage. Luke i: 1, 4:— 

Q,. To whom did the author of this gospel address it ? 

A. To “Theophilus” 

Q,. From whom did he derive his information ? 

A. From those u who from the beginning were eye¬ 
witnesses and ministers of the word.” 

Q,. With what design did he address him? 

A. That he might “ know the certainty of those 
things wherein he had been instructed.” 

2. Those which look to the thought and meaning. 
This division of classes may occupy the most cultivated 


Lessons. 


15 


minds, and will require some investigation beyond the 
mere text. Take for example again, Gen. i; 1. “In 
the beginning, God created,” &c.:— 

Q,. What is meant by the word “beginning” in this 
place? 

Q,. Define the word “create?” Does it mean to 
bring into existence from nothing? or only to modify 
from preexisting materials? 

Q,. How long a time did the work of creation oc¬ 
cupy? 

Q,. Can you answer the cavil of those free-thinkers, 
who, against the Mosaic account, alledge, that the good¬ 
ness of God should not have permitted an eternity to 
pass before the creation of man? 

Q,. Is the term six days, used here in the ordinary ac¬ 
ceptation, or in a sense consistent with the developments 
of geology? 

Or we may take as before, Luke i: 1,4:— 

Q.. Who wrote this gospel ? 

Q,. Was he a Jew or a gentile? 

Q,. Where did he reside? 

Q. Was Theophilus probably a person ? 

Q,. Who were the “ many ” authors of narratives to 
whom this author alludes ? 

Q,. Does he ascribe to them any bad motive in writ¬ 
ing? 

Q. What has been the fate of their works ? 

Q,. In what respect were they deficient? 

Q,. Is there in this preface any implied reflection on 
other narratives, previously written, and which have 
been received as inspired, and included in our Bible, 
&c., &c. ? 

In some of the question books, used in Sunday schools, 
questions of the former class are in larger , and those of 
the latter in smaller print. But it is important that the 
teacher suggest questions of his own,—and that the pu¬ 
pil be taught to ask himself questions,—especially should 
the minor classes be taught to ask those questions that 
are answered in the text itself. 


16 


Books. 


SECTION VII.—BOOKS. 

The books requisite for a Sunday school are of two 
kinds,—those which constitute the library ; and those 
necessary to belong to the teachers and pupils, or be in 
their possession as if their own. We speak :— 

1st of the other books. For beginners, few books are 
necessary, indeed, not many books are essential for any 
class. The Bible and the teacher are the principal 
sources of information. Bibles, Testaments, question 
books, hymn books, catechisms, primers, Bible dictiona¬ 
ries, biographies of persons eminent for piety and useful¬ 
ness, compendious commentaries on the Bible, or parts 
of the Bible, every necessary book can be had on the 
best terms, by application at any of the depositories, or dis¬ 
tinguished bookstores in any city or town in the Union. 

2. The library. Directions on this subject are among 
the greatest difficulties of our task. As regards the 
means for the purchase of a library, it is sufficient to 
say that wherever a school can be organized, the means 
cannot be wanting to purchase such a library as is fur¬ 
nished by the American Sunday School Union, or the 
Baptist Sunday School and Publication Society in Phila¬ 
delphia. The cost of one hundred volumes is ten dol¬ 
lars. 

But as regards the books themselves, fittest to be 
sought, much depends on the character of the school. 
Nor ought it to be concealed, that among the books pre¬ 
pared for children, the chaff greatly exceeds the wheat. 
We often find in the same book, mixed up with some 
pure truth, much that is false, and more that is value¬ 
less. 

One cause of this evil is, that minds of high order, 
have nevertheless been guilty of the prodigious error, 
that such productions are unworthy their ambition. 
Another is, that the meagre price at which such books 
are expected to be sold, affords too little compensation 
for the labor of writing and publishing. Religious 
books and religious periodical literature, especially for 
the young, to escape the censure of being catch-penny 


Obstacles to be Overcome. 


17 


enterprises, have sought to be as nearly as possible, 
mere gratuities. It is hoped that a better condition of 
things is about to arise. In the mean time the teachers 
themselves, aided by their ministers, and other literary 
friends, should exercise caution on this subject. And 
even when a book of good reputation has been adopted, 
a candid judgment should be exerised as to every para¬ 
graph of its contents. One sentence may be a diamond ; 
the next a pebble or a poisonous mineral. 

SECTION VIII.—OBSTACLES TO BE OVERCOME. 

These present themselves in every benevolent and 
lofty enterprise. Why should Sunday schools be ex¬ 
pected to be exempt? We mention only a few of the 
worst, to shew that most, if not all, may be made pro¬ 
motive of the object. 

1. The absence of regular worship , except for one or 
two Lordts-days in each month. This is seriously felt 
in large portions of the southern and western states, 
where the population is sparse. The answer is, that a 
Sunday school is the best possible substitute for the min¬ 
istrations of the gospel, if indeed it is not one form of 
the thing itself. And wealthy members, who ride from 
home, six or seven miles, in various directions, on suc¬ 
cessive Lord’s-days, to listen to popular preachers, leav¬ 
ing their domestics, their children, the poor of their 
neighborhood, and even the wealthy who are disinclined 
to go so far, destitute of the means of public worship, 
would do well to consider whether they might not be 
more usefully employed. A single Lord’s-day spent in 
giving and receiving religious instruction in a Sunday 
school, would be a greater blessing than a score occu¬ 
pied in these weekly journeys. 

2. Sparsity of population , distance , vicissitudes of 
season , <^c., <5pc. These should affect Sunday schools, 
no more than they should general education, courts of 
justice, social intercourse, or anything else that requires 
absence from one’s own premises. Wherever society 
can exist otherwise than in isolated families, there may 

B* 


18 


Obstacles to be Overcome. 


be a Sunday school. Exercise and exposure are essen¬ 
tial to health. And experience shews that district schools 
continued in winter, although smaller, are larger in sum¬ 
mer, than those that are abandoned in winter on account 
of the cold. The temporary dispersion of a school in¬ 
jures it. 

3. The difficulty of government where there is no 
power to 'punish. Power to reward exists, and this is 
far better. Besides, moral coercion is the strongest con¬ 
ceivable. The severest punishment of the sternest mas¬ 
ter we ever knew, was, “Are you dull, Jim ? ” And the 
remark, “ I thought you had better taste,” is a keener 
rebuke to a child, whose sensibilities are awakened in a 
Sunday school, than all the rods and dunce-caps in 
Christendom. 

4. Either the Sunday school must obliterate castes in 
society , or it is doomed yet to suffer great hindrances 
from them. It must be acknowledged that the petted 
child of a rich man, may avoid the approach of the 
poor, and that the latter may be ashamed of his inferior 
garb: but the same objection weighs with as much force 
against all other associations of men. When this diffi¬ 
culty is felt in the Sunday school, it is the province of 
the teacher’s wisdom and goodness to inculcate a more 
excellent way, and to assure the confidence of the poor. 
Distinctions in the conditions of men will always exist; 
but the Bible teaches that the rich and the poor meet 
together, and the Lord is the Maker of us all. The 
man who resolves to associate for no purpose, with any 
who are in any sense inferior to himself, or from whom 
he is not to receive benefit instead of conferring it, does 
by this very resolution, insult his own understanding, 
and rebuke his own impertinence. Since his associates 
must be superior to himself, he demands of them what 
he concedes to none. If there be any one place on 
earth, above all others, adapted to originate and cherish 
the most exalted principles and the finest moral feelings, 
it is the Sunday school. If it fails to do this, the teach¬ 
ers are in fault. 


Miscellaneous Items. 


19 


5. The attempt has been made , and success was only 
temporary and partial. This is very possible. An 
agent or a friendly visitor excited a momentary interest, 
which perished with its novelty. It is fully conceded, 
that an undertaking so noble and generous as a Sunday 
school, cannot succeed without labor and sacrifice by 
some one. These are supposed to be justified, demand¬ 
ed, rewarded, by all other pursuits. The Bank officer, 
the sheriff, the professional man, and the man of busi-j 
ness, forego their pleasures and brave the elements. Is 
it to be expected of religion and benevolence alone, that 
th{y, in every shape they assume, are to flourish spon¬ 
taneously? Briers and thistles may thus grow, but 
corn must be cultivated. The loss of a single adventure 
does not drive the merchant from Broadway. Renew , 
your efforts. 

6. Want of place , want of assistants , general apathy , 
misconception of the utility of the thing. A whole host 
of such objections vanish at the touch of one man, or 
one woman, or one young girl, whose heart is in the 
work. We know it, because we have seen it repeatedly. 
The most efficient schools we ever knew, were origi¬ 
nated and conducted amid these and scores of such ob¬ 
stacles: an individual governing the whole machine, 
like the main-spring of a watch, and that too a retiring 
lady, not heard, and scarcely seen in the business, ex¬ 
cept as a teacher at the head of her class. If teachers 
are wanted, raise them ;—if money is needed, give it, if 
you have it, if not, work for it, or beg it; if all except 
yourself are indifferent to the subject, the fact that you 
convince and rouse them to exertion, is the strongest 
proof you can give that you are not yourself indifferent. 

SECTION IX.—MISCELLANEOUS ITEMS. 

1. Visiting. We do not affirm that no Sunday school 
has ever prospered, whose pupils were not visited by the 
teachers; but this is an important element of success. 
The late Dr. Bedell, of Philadelphia, deemed it essen¬ 
tial ; and of so great utility was it considered by the late 


20 


Miscellaneous Items. 


Dr. Chalmers, of Scotland, that he made many thou^ 
sand, if not tens of thousands of these visits in his own 
person. Visiting secures both the affection of the pupiL 
and the confidence and cooperation of the parents. Even 
though religion and the Sunday school were to be both 
passed over in the interview, which by no means should 
be the case, yet the effect of the visit may be salutary. 
The visits of visitors are no substitutes for the visits of 
teachers. It is the teachers who must know and love 
the pupils; and be known and loved by them. 

2. Teachers' meetings. The good sense and piety of 
a corps of teachers, will soon suggest the necessity of 
interviews respecting their plans, and the best method of 
executing them. 

3. The collateral advantages of Sunday schools. It 
is next to impossible for a well conducted Sunday school 
not to elicit inquiry, and research, and exertion, among 
pupils and teachers, respecting other but kindred objects. 
The papers (and some religious periodical should regu¬ 
larly visit every Sunday school,) will excite attention to 
the Temperance cause, the Mission cause, the Education 
cause, &c. Hence so many schools are Temperance 
societies: and most efficient ones they are. 

The very collections at the close of the school, teach 
the pupils to give. 

As one instance of the collateral advantages of Sunday 
schools, it is highly probable, that, excepting the pulpit, 
they do more to effect the religious observance of the 
Lord’s-day, than all other instrumentalities combined. 

4. Examinations , visitors , patronage , <^c. We have 
known some laborious teachers who greatly lamented 
their want of success. Either their classes did not im¬ 
prove ; or if they improved, they were not converted to 
God. 

As regards the conversion of our pupils, our children, 
or of any for whom we labor, our dependence is on God. 
It is ours to plant, and to water,—to give the increase, is 
God’s. 

We should also recollect, that God has made us re- 


21 


Appeal to the Reader. 

sponsible for our duty, not its results. We may not live 
until the harvest, and yet the harvest may come, and an 
abundant one it may be. 

As regards improvement, some teachers, and able ones 
too, teach too much. The teacher must not only lecture; 
he must exact a recitation. 

If a pupil has been so badly trained elsewhere, as to 
be incapable of feeling or comprehending motives of one 
kind, he may be able to comprehend and feel those of 
anothvT. And it is a great and fundamental truth, that 
the best motives are equally within the understanding 
and the heart of all. The little ragged urchin of four 
years of age, taken from the highways, or hedges, is an 
immortal being, and has the same common nature with 
the offspring of judges and senators. 

It is well to solicit the attendance of the wise and the 
good to witness the proceedings of the class. The older 
members of the churches, if they do not teach, should at 
least visit the school—and do it often—feeling and shew¬ 
ing a deep interest in the recitations. 

When Conventions, Associations, and other religious 
bodies are in session, their company, either in body, or 
by committees, should be asked, and cheerfully afforded. 

SECTION X.—APPEAL TO THE READER. 

Are you a member of a Sunday school, either as a 
teacher or a pupil? If not, is there such a school in 
your neighborhood? If there is one, and you have 
taken no part in it, be entreated to consider the import 
of these pages. And if there is not one, is it too much 
to hope, that you will, without delay, use your best exer¬ 
tions to establish one ? 

1. Perhaps you are a minister of the gospel. It is 
greatly to be feared, that with here and there an excep¬ 
tion, the moral power of a Sunday school is not half 
appreciated, even by the ministers of the gospel them¬ 
selves. Dear brethren, excuse us, therefore, if we ap¬ 
peal especially to you. Next to the pulpit, this is your 
most promising field of effort. Your Lord’s day labors, 


22 


Appeal to the Reader. 

excuse you from the additional burden of giving instruc¬ 
tion to classes on this day; but perhaps you may con¬ 
duct a Bible class on some other day, and thus raise up 
well qualified teachers. Indeed, the pupils in your 
classes on week days, may teach in the schools on 
Lord’s days; and thus the lesson you give to ten pupils 
on Monday, may be repeated on the following Sunday 
to a hundred others. But your frequent presence,— 
your counsel,—and your personal influence, are the 
things we ask. Not a cold assent,—but a hearty 
cooperation,—a taking of the lead in the matter. To 
teach is the great business of your life. Although Ju¬ 
daism was emphatically a religion of law and regula¬ 
tions, yet even in it, teachers held a conspicuous place. 
All false and defective systems of religion, are systems 
of form, or of art. Christianity is preeminently a reli¬ 
gion of instruction. u Teach all nations.” “Whom 
(Christ) we preach; warning every man and teaching 
every man, that we may present every man perfect in 
Christ Jesus.” The prophetical office of the New Tes¬ 
tament is the office of religious teacher. Now the Sun¬ 
day school enables you to multiply your exertions. It 
gives you scores and fifties of deputies. You become 
the main-spring of a machinery, mighty through God, 
to the pulling down of strong-holds. And the whole of 
this tremendous power, you thus wield, you bring 
to bear on the most auspicious period of life, childhood 
and youth. Even that least girl in the school,—unable 
yet to spell in syllables, and who looks to you for a 
word of commendation, may be some Ann Hasseltine, 
or Henrietta Hall; and perhaps that little boy is a 
future Judson or Cary. But if not, they are immortal 
beings, and have a claim upon your humanity at 
least. 

2. Or perhaps you are a parent. Then you are the 
natural guardian of the education of your offspring. 
From this tremendous responsibility no power but that 
of God can absolve you. If you have not the means, 
it is your duty to labor to acquire them. If you are 


23 


Appeal to the Reader. 

yourself without education, it is your duty to obtain it 
for the very purpose of imparting it. To every parent, 
of whatever facilities, a good Sunday school is in this 
business, one of the most powerful auxiliaries on earth. 
Not the press, the pulpit, and the day-school combined, 
are superior to it. Those parents who rely on a Sun¬ 
day school, a substitute for family religion, are high¬ 
ly censurable; but equally great is the mistake of those 
who neglect the Sunday school. 

3. Are you a professional man ? What your profes¬ 
sion may be, matters not. Let not the mechanic send 
but bring his journeymen and apprentices ; the merchant 
his clerks ; the learned advocate at the bar, his students 
of law; the physician his medical classes; the college 
professor, and the classic, and the common school teach¬ 
er, their classes respectively; and let them be them¬ 
selves the teachers of those they bring. One of the 
most melancholy spectacles of this evangelized country 
is, that in all the various professions, there are so many 
men, with youth committed to their care, who know 
nothing of their Sunday pursuits. If the apprentice 
or the clerk, perform his duty six days in the week, the 
employer or master, knows not even his whereabouts on 
Sunday. If youth thus trained, or thus neglected, 
avoid the vortex of destruction, it approaches a miracle. 
If the Sunday school were for the ignorant, the pauper, 
the degraded—then were it noble to enlist in this cause. 
But this is not the view taken in these pages. It is for 
all. Its benevolence is boundless as the light; its diffu¬ 
siveness as vast as the atmosphere itself. 

4. Are you a wife,—a mother ,— a sister,—a daugh¬ 
ter? Then teaching is your appropriate business. The 
education of man as a race, devolves for the first ten 
vears, almost wholly upon woman. Such is, by the re¬ 
gulation of heaven, the constitution of the world. Our 
race comprehends but two classes,—adults and children. 
By whom are the latter to be taught, if not by the form¬ 
er? And for this ennobling and refining employment, 
who has the taste and the heart, if woman has not ? 
But whether you choose it or not, you do the work. 


24 


Appeal to the Reader. 

You may try to shun the responsibility by paying the 
salary of the day-school teacher, or by shifting off your 
little charge to the Sunday school; but the character of 
every generation of our species is moulded by wives, 
mothers, daughters, sisters. Whether you choose it or 
not, you do the work. See that you so do it, that you 
will not repent it. 

5. Are you a child? Our final appeal is to yourself. 
You are at last the individual whose mighty interests 
are at stake; and you have reason and moral sense. 
Our final appeal is therefore to you. If your parents 
are not convinced of the utility of our enterprise; if 
your friends, the church, and your minister, are insensi¬ 
ble to what we consider your highest wants; listen to 
one who knows what he says; who can have no inter¬ 
est in deceiving you ; and who sincerely loves you. 

Obtain permission from those to whom you owe sub¬ 
jection, to attend a Sunday school. Cultivate the powers 
you possess. Their greatness for good or for evil, ex¬ 
ceeds your vastest conjecture. If you are not at first 
delighted with your pursuit, be not in haste to be dis¬ 
pleased. Ascribe your want of interest to yourself, to 
this particular school, to any thing rather than to the 
system. Your curiosity will become awakened, only 
to be gratified that it may be again excited. In propor¬ 
tion to the frequency with which you drink at her crys¬ 
tal fountains will you thirst and pant for knowledge. 
Your taste for the beautiful, the refined, the true, will 
become cultivated in a degree, inperceptible to yourself, 
except by comparing some antecedent with some subse¬ 
quent period. In a few years at most you will be un¬ 
happy on Lord’s day, except at a Sunday school. And 
God’s providence will in time open to you a theatre in 
which you may shew his glory, and render to your 
friends, and perhaps to the world, untold service. Were 
the days of infancy and childhood of the author of these 
“hints” to be again passed over, he would prefer as 
an alternative, if only one were possible, rather to be 
brought up in a Sunday school, than at the feet of Ga¬ 
maliel, or in the schools of the prophets. 




































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